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Developments in the Design of Science Accommodation
Andy Piggott
July 2007
Design – Teaching and Learning
Does the design of a learning space affect the quality of teaching and learning?
(In Science?)
If it does, why are science advisers / inspectors / consultants / ITT tutors / ASTs / lead teachers not an automatic part of the process?
Involved?
Architects / Designers
Space Guidelines –
DfES, BB98
Science Teachers + Technicians
Headteachers
PFI / PPP
Academies
Science Advisers / Inspectors / Consultants ??!!
Local Authorities
Building Schools for the Future
Partnerships for Schools
Tensions -- 1
Teachers …..Architects are ignorant of what we do and are forever wanting to create fancy designs that do not work. We keep trying to tell them what we want, but they ignore us. They have left out ………; the ….. / ….. / ….. doesn’t work; we can’t do …….., because …….; etc; etc. What is the point?
Architects …..Science teachers are dinosaurs, wanting traditional designs that do not reflect the modern world, let alone the exciting, ever-changing natures of their own subject area. They don’t even know what styles of teaching they use, nor what is needed for these styles. We’ll ignore them.
Tensions -- 2
Pupils Face Front at all times
Teacher at the Front at all timesLaboratories need to look good in order to advertise the school
Science accommodation should operate well to support teaching and learning
Science – Teaching and Learning
Range of T&L styles, includes:
….. Practical work?
How much practical work?
Support areas for practical work?
Views on Practical Work
Architects / Local Authorities / Headteachers
Practical work takes up only 20% of time – therefore we need only 1/5th of the number of labs.
Convenient – because finance, area guidelines, staffing and timetables squeeze space and time allowances for science
National science guidance – QCA, ASE, Ofsted
Practical work should take place in up to 75% of science lessons and access to practical areas is needed at any time so that teachers can tailor T&L to pupils learning needs as they progress.
The position of Practical Work in Science
Work being done nationally at
STEM Higher Level Planning Group
and
DfES School Science Board
Looking at:
What is meant by practical work
How practical work enhances learning
Barriers to raising the quality of practical work
Design of Science Accommodation…for….
• DfES – Building Bulletin 80, 2004
• CLEAPSS, Guide L14
• Laboratory Design for Teaching and Learning project www.ase.org.uk/ldtl/documents.html
• Labs for Learning course, National Science Learning Centre(+ spaces needed for experiments – later slides)
Design of Science Accommodation…against….?
• Partnerships for Schools (Building Schools for the Future)
Advises ‘Follow ASE / CLEAPSS’, but also produces guidance pushing perimeter-only services
• PPP / PFIEiS, April 2007, article, page 20:
‘Are laboratories with peripheral benching safe and fit for the purpose?’
Although:
Perimeter can become Peninsula
‘Face the Front’
Means you can NOT see all the pupils
LDTL images
Experiment – area required 1
NSLC
Experiment – area required 2
NSLC
Experiment – area required 3
NSLC
Best design happens when:
Architects, science teachers and technicians talk together – and
- both sides are knowledgeable about national advice on lab design – and
- whole-school leadership and management is in accord with departmental ideas – and
- ‘Clients’ – ie the money – allows for good standards of design and the time to make this happen.
DSCF (ex DfES)
Background Drivers
• Improve attainment levels in science;
• Encourage more young people to take science at higher levels;
• Encourage more graduates to take up science teaching.
What is project Faraday
• exemplar designs for science labs to inspire and encourage;
• designs for interactive experiments;
• demonstration projects in every Government region.
Project Faraday designs will
• inspire learners and teachers;
• fully reflect the requirements of the new science curriculum;
• enable innovative and interactive methods of teaching science;
Project Faraday
Preliminary feedback suggests excellent joint working with schools – with-
- some schools developing their ideas on T&L very well in advance and as part of the design – and -
- others learning a great deal from the experience of working with their team of designers.
Project FaradayIssues the design teams were asked to look at:
• Effective spaces for science T&L, including practical work
• Full exploitation of computer technology• Alternative or multifunctional learning spaces
(eg lecture theatres, drama studios)• The building itself as a teaching tool• School grounds for support and variety• Latest technologies from other disciplines
(eg museums)• Interactive displays / experiments, maybe ‘built-in’
Project Faraday
The brief therefore:- does not admit of the traditional science
department where there is 1 laboratory for each science teacher
- assumes that something ‘jazzy’ is required to make science more appealing to pupils (and teachers?) than just the science itself
- insists that science moves out to link to other areas of the school
Preliminary ideas
Assembly space
Lightly serviced space
Highly serviced space
from GovEd Consortium
Preliminary ideas
Practical and theory laboratories
from GovEd Consortium
Super Lab
Prep room and staff area – possibility of combining these two?
Prep room between the two Labs allows for easy access into both
Folding wall between will allow for these to be opened up into one space
Locate these closest to non-science areas, easier access for other subjects
shorter travel distance; direct access; clearer sight lines
56sqm56sqm
90sqm
90sqm24sqm
90sqm
78sqm
90sqm
Possible giant suspended projection screen suspended from ceiling
Focus of the space
Vertical connection with D&T exhibition space
provides opportunity for long-term suspension
exhibits
Spaces becomes more specialised the further away they are located
from the rest of the school Preliminary ideas
DEGW Consortium
Science demonstration area: layout options
Half year demonstration Non computer based group work in both spaces
Mix of non- and computer-based group work
Individual computer work (laptops and desk tops)
Whole class teaching and computer-based group work (groups of 3 around laptops)
Non computer-based group work
Non computer-based group work
DEGW Consortium
Preliminary ideas
Separate Prep and Staff RoomsPreliminary ideas
DEGW Consortium
ZoningDirect access to outside settings
Serviced classrooms provide extra wet spaces for science area and whole school; movable wall separating both allows for creation of one large studio
Extension of work area provides more group work opportunities
60sqm
134sqm
Informal individual study settings or one-to-ones
Messaging and views along the circulation path
90sqm
Separate area for possible whole class activity
30sqm
30sqm
78sqm
78sqm47sqm
48sqm
26sqm
Highly serviced, movable bench height tables, lab stools
work area to flow into glazed link between the buildings
Staff area adjoining prep room improves opportunities for synergies between all science staff
60sqm
Preliminary ideas
DEGW Consortium
Smaller demonstration group (60 seats) allows for further learning settings such as laptop enabled group tables
Whole class teaching space - each of the six snug seats five people
Demonstration podium
Fixed PC for individual or paired work
soft seating and movable whiteboards to enable discussions on thoughts generated within
Immersive thinking space with completely writable whitewalls within
Science work areaPreliminary ideas
DEGW Consortium
The Faraday teams
1. DEGW (concept designs)
2. White Design (architectural design)
3. Alligan – GovEd Communications
Allocation of Faraday teams to school renewals:
Faraday Team Local Authority School
White Design Devon Bideford College
White Design York Joseph Rowntree School
DEGW Barnet East Barnet School,
DEGW Wigan Abraham Guest Specialist
Alligan &GovEd
Gloucestershire Rednock School
Alligan &GovEd
Plymouth Estover Community
Additional Demonstration Projects
refurbishments: Region LA School
East Peterborough Kings School
West Midlands
Shropshire Mary Webb school & science college
SE Medway Rinham Mark Grammar
SE Reading Kendrick School
SE Surrey Weydon School
NE Northumberland Cramlington High School
East Midlands
Lincolnshire The Priory LSST
CPDWe (the DCSF) are currently
investigating a CPD model for teachers:
• to help schools
develop a better
educational brief
for their designers• to help teachers
use the new
environments
effectively.
Programme & Key Milestones• Summer 2007 – designs
proposals
• Autumn 2007 - An inspirational publication showing the exemplar designs
• Autumn 2007 - Inform our capital programmes
• From 2008 - Seven school refurbishments
• From 2009 - Six whole school-renewals
Advantages of team work“We’re tremendously excited and overwhelmed by what
you’ve shown us. But we want to take it further. At present the labs are too traditional. Some thoughts…
• There is no need for a demo area for teacher in the lab, we will demo in the Work Area, the labs are for students to work. If we need to show something we can always use a students desk.
• The teacher needs a small area for personal belongings/laptop dock.
• The teacher area should be in a corner.• All benching to be removed from side and back.• We really don’t want the benches in rows facing the front,
the teacher won’t be there!”
DEGW Consortium
Teaching & Learning organisation drives the brief for the types of spaces you need
Centricity
Model
Student Grouping
Teacher Org
Student Org
Time Structure
Learning locations
High Teacher
Traditional
25-30
Solo
Classes
45-60 mins
Learning on site
High Learner
Personalised
75-100
Large Teams
Home Base
0.5-1 day
Anywhere, any time
Medium Learner
Project Based
3-7
Small Teams
Team Space
1 hr to 0.5 day
Physical core, virtual anywhere
High number of separate teaching spaces
High number of learning settings
DEGW Consortium
Flexibility
Maximum teacher flexibility:
1 teacher, 1 group of pupils, 1 lab with all facilities
Large number of labs – with duplication of facilities
Easiest to timetable
Teachers can be independent of each other – can make support of weak teachers difficult
Maximum space flexibility:
Different spaces for different learning needs – less labs
Range of different facilities – possibly wider range
Different sized groups of pupils – mass audiences, down to individual learning
Needs whole-school support to timetable and manage
Teachers must work in teams – weak members can be trained / or be a drag on others
Flexibility
King Charles I High SchoolDr Nigel Collins
Use as lecture theatre
Adaptable spacesServices around perimeter only, or disconnectable so that everything can be cleared away and the space used for other purposes
Lab with disconnectable bollards / gallery for storing bollards under
Flexibility -- Other
Flexibility -- OtherEasy change over time
Keep services out of the way
Make walls non-load bearing
Install cheap quality furniture
leading to……
Review use after five years and
refit for another purpose, or
refit to develop in light of Curriculum, T&L or ICT advances
Does rather assume that finance will be forthcoming every 5 years!
Architects help with ….(and are constrained by …..)
• Building Regulations 2007
• Construction (Design and Management) Regulations 2007 CDM
(Be aware …. teacher = ‘Designer’ – has Duties)
• Disability Discrimination Act DDA
• Education (School Premises) Regulations 1999
• Building Research Establishment Environmental Assessment Method
BREEAM
Teacher support …….
Knowledge and experience of Teaching and Learning
How this is affected by design of accommodation
Background in / from ……
• Science Accommodation in Secondary Schools, DfES BB80, 2004
• Designing an Planning Laboratories, CLEAPSS L14, 2000
• Laboratory Design for Teaching and Learning project
www.ase.org.uk/ldlt
introductions, further guidance, case studies + software
• Labs for Learning course, NAT25, NSLC
next course - 10th-12th December 2007
www.sciencelearningcentres.org.uk
Future developments ?• Project Faraday – publication of designs and website
• CPD programme – working from Project Faraday
• Labs for Learning – advisers / consultants invited
• Labs for Learning – possible course(s) for architects
• LDTL website – continuing update
• Practical work – report from SSB / STEM HL Group
• Research into space needed for different experiments
• What constitutes GOOD science accommodation